向中度智障学生教授社交语言。
Teaching social language to moderately handicapped students.
作者信息
Haring T G, Roger B, Lee M, Breen C, Gaylord-Ross R
出版信息
J Appl Behav Anal. 1986 Summer;19(2):159-71. doi: 10.1901/jaba.1986.19-159.
Abstract
Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors.
摘要
三名中度残疾的学生学会了发起并拓展对话主题。教学过程使用了与无残疾同龄人实际对话中产生的刺激。通过在自然学校环境中、无成人监督的情况下，对残疾学生与其同龄人之间的对话进行录音来评估泛化情况。结果表明训练能够泛化到自然情境中。本科特殊教育专业的学生对这些结果进行了社会效度验证，他们将两名学生在训练阶段的对话录音评为比基线阶段更具社交能力。本文从将复杂社会行为评估为多操作行为的角度对结果进行了讨论。
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